2021-2022 Early Preschool & Preschool Curriculum - Young Peoples Workshop

2022-2023

Early Preschool & Preschool Curriculum

Support Documents/Books/Materials

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Sample Lesson Plan / Template

Writing and Math Activities: ABCs and 123s => ABCs_and_123s.pdf

Jump into Literacy book

Hands-On Science and Math book

Sensory Table Activity List: Ejemplos-de-Actividades-sensory-table.pdf

Values:

STEM Storytime: STEM-Story-Time-Booklet.pdf

Monthly Cultural Activities: Hispanic Heritage

Self Help Skills: SelfHelpSkills.pdf

Thematic Unit

The Thematic Unit is a guide to the topics of Review. The Teachers must follow the

Unit of Theme but can use the objectives and concepts to the needs of their

students in their class.

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The Thematic Unit contains

Theme of the Month

Weekly Themes

Songs/Books to sing or read with students.

Study Questions

(Which can be adjusted to the classroom needs)

-Detailed objectives for the

Color,

Shape,

Numbers,

And letters of the Month.

Science

Social studies

Holiday and Events

Self-help skills

Value and Community helper of the Month

Hispanic Heritage Activity

Language/Literacy/Writing Concepts

Las Unidades tem¨¢ticas

Las Unidades tem¨¢ticas son una gu¨ªa para el maestro. Estas ofrecen los est¨¢ndares,

destrezas y competencias del grado. El Maestro debe seguir los temas usando los

objetivos y conceptos de acuerdo con las necesidades de sus estudiantes.

Las unidades tem¨¢ticas contienen

-Tema del Mes

-Tema semanal

-Canciones/Libros para cantar o leer con los estudiantes

-Preguntas gu¨ªas de Estudios

(las cuales pueden adaptarse a las necesidades del grupo y/o estudiante.)

-Objetivos detallados para el

Color, Figura,

n¨²meros,

Y letras del Mes.

-Ciencia

-Estudios Sociales

-Sensory activities

-Eventos y d¨ªas Festivos

-Habilidades de Autoayuda

-Valor y Ayudante de la Comunidad del Mes

-Actividades de la Herencia Hispana

-Conceptos de Lenguaje/Literatura/Escritura

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Early Preschool & Preschool Curriculum

School Readiness Goals

Approaches to Learning.

Language and Literacy

P-ATL Goal 1. Children will manage emotions and follow classroom rules and routines with

increasing independence. This includes: uses a range of coping strategies to manage

emotions with the support of an adult, such as using words or taking deep breaths;

demonstrates awareness of classroom rules when asked and can follow these rules most of

the time; follows most classroom routines, such as putting away backpack when entering the

room or sitting on the rug after outside time.

P-LIT Goal 1. Children will identify and segment the sounds within words as separate from the

word itself. This includes: provides one or more words that rhyme with a single given target, such as

¡°What rhymes with log?¡±; produces the beginning sound in a spoken word, such as ¡°Dog begins with

/d/.¡±; provides a word that fits with a group of words sharing an initial sound, with adult support,

such as ¡°Sock, Sara, and song all start with the /s/ sound. What else starts with the /s/ sound?¡±

P-ATL Goal 2. Children will increasingly demonstrate self-control including controlling

impulses, maintaining attention, persisting with activities, and using flexible thinking. This

includes: demonstrates control over actions and words in response to a challenging situation,

such as wanting to use the same materials as another child, or frustration over not being able

to climb to the top of a structure (may need support from adults); refrains from responding

impulsively, such as waiting to be called on during group discussion or requesting materials

rather than grabbing them; engages in purposeful play for extended periods of time; applies

different rules in contexts that require different behaviors, such as using indoor voices or feet

instead of outdoor voices or feet.

P-ATL Goal 3. Children will demonstrate initiative, independence, interest, and curiosity in

interactions with others and exploration of objects and people in their environment. This

includes independently identifies and seeks things to complete activities or tasks, such as

gathering art supplies to make a mask or gathering cards to play a matching activity; seeks

out new information and explores new play and tasks.

P-LIT Goal 2. Children will demonstrate they understand how print is used and how print works.

This includes: understands that written words are made up of a group of individual letters; begins to

point to single-syllable words while reading simple, memorized texts; identifies book parts and

features, such as the front, back, title, and author.

P-LIT Goal 3. Children will identity most upper- and lower-case letters and produce sounds that

correspond to some of them. This includes recognizes and names at least half of the letters in the

alphabet, including letters in own name (first name and last name), as well as letters encountered

often in the environment; produces the sound of many recognized letters.

P-LIT Goal 4. Children will demonstrate understanding of narrative structure and information from

the content of a story. This includes: re-tells or acts out a story that was read, putting events in the

appropriate sequence, and demonstrating more sophisticated understanding of how events relate,

such as cause and effect relationships; tells fictional or personal stories using a sequence of at least

2¨C3 connected events.

P-ATL Goal 4. Children will show creativity and imagination in play, learning, and

interactions with others. This includes asks questions related to tasks or activities that

indicate thinking about new ways to accomplish the task or activity; engages in social and

pretend play; uses imagination with materials to create stories or works of art.

P-LIT Goal 5. Children will write for a variety of purposes using increasingly sophisticated marks.

This includes: creates a variety of written products that may or may not phonetically relate to

intended messages; shows an interest in copying simple words posted in the classroom; attempts to

independently write some words using invented spelling, such as /k/ for kite; writes first name

correctly or close to correctly.

Social and Emotional Development

Cognition Mathematics Development

P-SE Goal 1. Children will engage in and maintain positive, prosocial, and cooperative

relationships and interactions with familiar adults. This includes: shows affection and

preference for adults who interact with them on a regular basis; seeks help from adults when

needed; engages in prosocial behaviors with adults, such as using respectful language or

P-MATH Goal 1. Children will demonstrate understanding of number names and order of

numerals, the order of size or measures, the number of items in a set, and use math concepts and

language regularly during everyday experiences. This includes: says or signs more number words in

sequence; quickly recognizes the number of objects in a small set (referred to as ¡°subitizing¡±);

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Early Preschool & Preschool Curriculum

greetings; attends to an adult when asked; follows adult guidelines and expectations for

appropriate behavior.

P-SE Goal 2. Children will engage in and maintain positive peer relationships and

interactions including cooperation and resolving conflicts. This includes: uses a variety of

skills for entering social situations with other children, such as suggesting something to do

together, joining an existing activity, or sharing a toy; develops friendships with one or two

preferred other children; demonstrates willingness to include others¡¯ ideas during

interactions and play; uses basic strategies for dealing with common conflicts, such as

sharing, taking turns, and compromising.

P-SE Goal 3. Children will appropriately express and respond to a broad range of emotions,

including concern for others. This includes: expresses a broad range of emotions and begins

to notice more subtle or complex emotions in self and others, such as embarrassed or

worried; uses words to describe own feelings when prompted, and may at times use these

words without prompting, such as saying ¡°Don¡¯t be mad¡± when engaged in play with other

children; offers support to adults or other children who are distressed.

P-SE Goal 4. Children will recognize self as a unique individual with own abilities,

characteristics, emotions, and interests. This includes describes self-using several different

characteristics; demonstrates knowledge of uniqueness of self, such as talents, interests,

preferences, or culture.

understands that number words refer to quantity; may point to or move objects while counting

objects to 10 and beyond (one-to-one correspondence); understands that the last number

represents how many objects are in a group (cardinality).

P-MATH Goal 2. Children will demonstrate understanding of mathematical operations including

addition, subtraction, patterns, and measurement. This includes solves addition problems by

joining objects together and subtraction problems by separating, using manipulatives and fingers to

represent objects.

P-MATH Goal 3. Children will measure objects by their various attributes using standard and

non-standard measurement and use differences in attributes to make comparisons. This includes:

measures using the same unit, such as putting together snap cubes to see how tall a book is;

compares or orders up to 5 objects based on their measurable attributes, such as height or weight;

uses comparative language, such as shortest, heavier, or biggest.

P-MATH Goal 4. Children will identify, describe, compare, and compose shapes. This includes:

names shapes in terms of length of sides, number of sides, and number of angles; correctly names

basic shapes regardless of size and orientation; analyzes, compares and sorts two and

three-dimensional shapes and objects in different sizes; describes their similarities, differences, and

other attributes, such as size and shapes.

P-SE Goal 5. Children will express confidence and positive feelings about self and

demonstrate a sense of belonging to family, community, and other groups. This includes has

a sense of belonging to family and community and communicates details about these

connections, such as sharing a story about a family gathering, both spontaneously and when

prompted by an adult or other child.

Language and Literacy - Language and Communication

Cognition Scientific Reasoning

P-LC Goal 1. Children will attend to, understand, and respond to increasingly complex

communication and language from others. This includes: shows acknowledgment of

complex comments or questions; is able to attend to longer, multi-turn conversations, either

spoken or signed; shows understanding, such as nodding or gestures, in response to the

content of books read aloud, stories that are told, or lengthy explanations given on a topic;

children who DLLs are may demonstrate more complex communication and language in their

home language than in Spanish.

P-SCI Goal 1. Children will observe and manipulate physical materials, ask questions, make

predictions, and develop hypotheses to describe and understand observable phenomena in their

environment. This includes: identifies the five senses (smell, touch, sight, sound, taste) and uses

them to make observations; uses observational tools to extend the five senses, such as a magnifying

glass, microscope, binoculars, or stethoscope; describes observable phenomena using adjectives and

labels, such as lemons taste sour and play dough feels sticky; represents observable phenomena

with pictures, diagrams, and 3-D models.

P-LC Goal 2. Children will increasingly match the amount and use of language required for

different situations and follow social and conversational rules. This includes: usually

provides sufficient detail in order to get needs met, such as explaining a point of difficulty in a

task or sharing a request from home with the teacher; with increasing independence,

P-SCI Goal 2. Children will use reasoning and problem-solving as they ask questions, gather

information, make predictions, and conduct investigations. This includes: gathers information

about a question by looking at books or discussing prior knowledge and observations; makes

predictions and brainstorms solutions based on background knowledge and experiences, such as ¡°I

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Early Preschool & Preschool Curriculum

matches the tone and volume of expression to the content and social situation, such as by

using a whisper to tell a secret.

P-LC Goal 3. Children who are dual language learners (DLLs) will demonstrate increased

competency in their home language while developing proficiency in Spanish. This includes:

demonstrates understanding and uses increasingly more complex language in both their

home language and Spanish; expressing broader content knowledge in both languages;

children may also code switch, for example, beginning a sentence in one language, then

switching to another, or inserting a word from one language within a sentence spoken in a

different language.

think that plants need water to grow.¡± or, ¡°I think adding yellow paint to purple will make brown.¡±;

articulates steps to be taken and lists materials needed for an investigation or experiment;

implements steps and uses materials to explore testable questions, such as ¡°Do plants need water to

grow?¡± by planting seeds and giving water to some but not to others.

P-LC Goal 4. Children will understand and use a wide variety of words for a variety of

purposes and show understandings of word categories. This includes: with multiple

exposures, uses new domain-specific vocabulary during activities, such as using the word

¡°cocoon¡± when learning about the lifecycle of caterpillars, or ¡°cylinder¡± when learning about

3-D shapes; with support, forms guesses about the meaning of new words from context

clues.

Objective For Development & Learning:

From Birth Through Kindergarten

Social-Emotional

Regulates own emotions and behaviors.

Manages feelings.

Follows limits and expectations.

Takes care of own needs appropriately.

Establishes and sustains positive relationships.

Forms relationships with adults

Respond to emotional cues.

Interacts with peers.

Makes friends.

Participates cooperatively and constructively in

group situations

Balances needs and rights of self and others.

Solves social problems.

Physical

Demonstrates traveling skills.

Demonstrates balancing skills.

Demonstrates gross-motor manipulative skills.

Demonstrates fine-motor strength and coordination.

Uses fingers and hands.

Thinks symbolically.

Engages in sociodramatic play.

Literacy

Demonstrates phonological awareness.

Notices and discriminates rhyme.

Notices and discriminates alliteration.

Notices and discriminates smaller and smaller units of sound.

Demonstrates knowledge of the alphabet.

Identifies and names letters.

Uses letters-sound knowledge.

Demonstrates knowledge of prints and their uses.

Uses and appreciates books.

Uses print concepts.

Comprehends and responds to books and other texts.

Interacts during read-aloud and book conversations.

Uses emergent reading skills.

Retells stories

Demonstrates emergent writing skills

Writes name

Writes to convey meaning

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Early Preschool & Preschool Curriculum

Uses writing and drawing tools.

Language

Listens to and understands Spanish as a second language

Comprehends language.

Follows directions.

Uses language to express thoughts and needs.

Uses an expanding expressive vocabulary.

Speaks clearly.

Uses conventional grammar.

Tells about another time or place.

Uses appropriate conversational and other communication skills.

Engages in conversations.

Uses social rules of language.

Cognitive

Demonstrates positive approaches to learning.

Attends and engages.

Persists

Solves problems.

Shows curiosity and motivation.

Shows flexibility and inventiveness in thinking.

Remember and connects experiences.

Recognizes and recalls.

Makes connections.

Uses classification skills.

Uses symbols and images to represent something not present.

Mathematics

Uses number concepts and operations

Count

Quantifies

Connects numerals with their quantities

Explores and describes spatial relationships and shapes

Understands spatial relationships

Understands shapes

Compares and measures

Demonstrates knowledge of patterns

Science and Technology

Uses scientific inquiry skills

Demonstrates knowledge of the characteristics of living things

Demonstrates knowledge of the physical properties of objects and materials

Uses tools and other technology to perform tasks

Social Studies

Demonstrates knowledge about self

Shows basic understanding of people and they live

Explores change related to familiar people or places

Demonstrates simple geographic knowledge

Arts

Explores the visual arts

Explores musical concepts and expression

Explores dance and movement concepts

Explores drama through actions and language

Learning Goals and Objectives

Ages 3-5 years

Social/Emotional Development

Self -Concept

SE1 recognizes similarities and differences between self and others: gender, cultural identity,

self, and family characteristics.

SE2 develops positive self-image: awareness of self as having certain abilities, preferences,

characteristics.

SE3 demonstrates increasing self-direction, independence, and control.

SE4 follows simple rules and routines.

SE5 shows interest and respect for work of self and others.

SE6 chooses new as well as familiar activities.

SE7 cleans up own work/play space independently.

Relationships

SE8 uses play to explore and practice social roles and relationships.

SE9 interacts comfortably with familiar adults.

SE10 begins to participate as a member of a group; takes turns and shares, sustains

interaction by helping, cooperating, expressing interest.

SE11 interacts with one or more children; develops special friendships.

SE12 participates in group song, dance, acting-role play.

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